民族高校大学英语口语教学中同伴评估有效性研究

本研究以77名非英语专业大一学生为研究对象,通过实验研究和问卷调查的方法从学生口语课堂参与、学习成效、学生对口语陈述的态度以及对评分的感受等四个方面研究同伴评估在民族高校大学英语口语课堂的有效性。结果发现,同伴评估有助于提高学生口语活动的参与,使学生对英语口语课堂更加认真和积极,有助于提高用英语表达和交流的能力以及同学们之间合作的能力。汉族学生成效更明显些,但所有学生包括少数民族学生都从同伴评估活动中获益不浅。

The seventy-seven non-English major freshmen participate in this research. Through methods of experiment and ques-tionnaire, this thesis explores validity of peer assessment in universities for ethnic minorities from four aspects： student＇s participation in oral English class, learning outcomes, students＇ attitudes to oral presentation and their feeling to scoring. The result suggests that peer assessment is a promoter for students＇ English oral expression, English communication and cooperation. Students become harder and more active in English oral class and related activities. Moreover, all the students including minority students gain a lot from peer evaluation while Han students achieve more remarkable performance.